Students in English language learning need opportunities to communicate beyond the four walls of their language classroom. This is especially relevant for English as a foreign language (EFL) students, who find it difficult to find opportunities to practise English. However, it is also relevant for English as a second language (ESL) students whose opportunities to use English outside the language classroom may be limited by distance, time or by social boundaries. Information communication technology (ICT) provides opportunities for all English language learners to join a community of English speakers, whether local, national or worldwide. Computer mediated communication (CMC) is intrinsically motivating, arising from students' desire to be part of the internet boom and from the realisation that the skills learnt will become useful, if not essential, in the future (Davey,2001). Thus, new technologies not only increase student motivation but also provide authentic and interactive language learning. Research has found that non-formal learning in adult and vocational education is becoming increasingly important as continuous learning and improvement processes become recognised as imperative for organisations, professional groups and communities to keep up to date in response to changing environmental conditions (Owen, 1995; 1996). Engaged learners become responsible for their own learning, strategic, collaborative, and energized by learning. Using technology is a strategy to produce such engagement. "Language is a living thing, so the best way to learn a language is in interactive, authentic environments" (Wang, 2005).
EFL Contexts
In South East Asian countries students often need to obtain high English proficiency for entry to universities or professions. However, for students learning English in their own country, opportunities to communicate in English are often restricted to the classroom. Even in Singapore, an English speaking country, international EFL students usually mix and live with their own cultural and language groups outside the classroom. Although EFL students may express desire to speak English beyond the classroom, often constraints of time and place are real obstacles. This is where computer mediated communication (CMC) can be highly useful.
ESL Contexts
ESL students in Australian contexts can find themselves living divided linguistic lives –speaking English in the classroom but their native or parents’ language* at home. CMC provides an opportunity to integrate English language into the home environment. This creates a collaborative learning context, which is flexi-time, flexi-place, beyond teacher and textbook dependence. Engaged learning outside the classroom can offer ESL students opportunities to construct meaning and learn in a variety of ways. At home, students continue to have access to their peers and to explore educational activities together. The more opportunities they have, the richer their experience. " (Jones, Valdez, Nowakowski, & Rasmussen, 1995 cited in ibid).
*note that even if born in Australia, a significant number of children will learn a language other than English as their first language.
Implications
Given that CMC increases student motivation, provides authentic contexts, enables interactive and collaborative language learning, it is an exciting and rewarding learning environment. Importantly, we need to consider the various modes of communication: email, chat, voice, mobiles, integrated online spaces. Each of these has certain merits and characteristics which can benefit language learners in different ways. We also need to consider who students will be connecting to, what information they will be accessing, and what learning tasks they will be engaged in.
Synchronous/Asynchronous Communication
Synchronous communication occurs in real time, for example: a face to face conversation; a phone call; a text chat. Asynchronous communication involves a time delay (e.g. emails or voice mail). The recipient receives the message at a time of their own choosing. There are benefits and drawbacks to both, depending on the English language learner’s context and the purpose of communication.
Information Communications Technology
Creating Opportunities beyond the classroom
Overview of the Issue | EFL Contexts | ESL Contexts | Implications | Synchronous/Asynchronous Communication
Overview of the Issue
Students in English language learning need opportunities to communicate beyond the four walls of their language classroom. This is especially relevant for English as a foreign language (EFL) students, who find it difficult to find opportunities to practise English. However, it is also relevant for English as a second language (ESL) students whose opportunities to use English outside the language classroom may be limited by distance, time or by social boundaries. Information communication technology (ICT) provides opportunities for all English language learners to join a community of English speakers, whether local, national or worldwide. Computer mediated communication (CMC) is intrinsically motivating, arising from students' desire to be part of the internet boom and from the realisation that the skills learnt will become useful, if not essential, in the future (Davey,2001). Thus, new technologies not only increase student motivation but also provide authentic and interactive language learning. Research has found that non-formal learning in adult and vocational education is becoming increasingly important as continuous learning and improvement processes become recognised as imperative for organisations, professional groups and communities to keep up to date in response to changing environmental conditions (Owen, 1995; 1996). Engaged learners become responsible for their own learning, strategic, collaborative, and energized by learning. Using technology is a strategy to produce such engagement. "Language is a living thing, so the best way to learn a language is in interactive, authentic environments" (Wang, 2005).
EFL Contexts
In South East Asian countries students often need to obtain high English proficiency for entry to universities or professions. However, for students learning English in their own country, opportunities to communicate in English are often restricted to the classroom. Even in Singapore, an English speaking country, international EFL students usually mix and live with their own cultural and language groups outside the classroom. Although EFL students may express desire to speak English beyond the classroom, often constraints of time and place are real obstacles. This is where computer mediated communication (CMC) can be highly useful.
ESL Contexts
ESL students in Australian contexts can find themselves living divided linguistic lives –speaking English in the classroom but their native or parents’ language* at home. CMC provides an opportunity to integrate English language into the home environment. This creates a collaborative learning context, which is flexi-time, flexi-place, beyond teacher and textbook dependence. Engaged learning outside the classroom can offer ESL students opportunities to construct meaning and learn in a variety of ways. At home, students continue to have access to their peers and to explore educational activities together. The more opportunities they have, the richer their experience. " (Jones, Valdez, Nowakowski, & Rasmussen, 1995 cited in ibid).
*note that even if born in Australia, a significant number of children will learn a language other than English as their first language.
Implications
Given that CMC increases student motivation, provides authentic contexts, enables interactive and collaborative language learning, it is an exciting and rewarding learning environment. Importantly, we need to consider the various modes of communication: email, chat, voice, mobiles, integrated online spaces. Each of these has certain merits and characteristics which can benefit language learners in different ways. We also need to consider who students will be connecting to, what information they will be accessing, and what learning tasks they will be engaged in.
Synchronous/Asynchronous Communication
Synchronous communication occurs in real time, for example: a face to face conversation; a phone call; a text chat. Asynchronous communication involves a time delay (e.g. emails or voice mail). The recipient receives the message at a time of their own choosing. There are benefits and drawbacks to both, depending on the English language learner’s context and the purpose of communication.
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